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STUDENTS’ PARTICIPATION IN ENGLISH LANGUAGE CLASSROOM
NAMINI DEVI D/O SIMANJALAM
This project is submitted in partial fulfilment of the requirements for a
Bachelor of Education with Honours
(Teaching English as a Second Language)
Faculty of Cognitive Sciences and Human Development
UNIVERSITI MALAYSIA SARAWAK
2008
BORANG PENGESAHAN STATUS TESIS
JUDUL : STUDENTS’ PARTICIPATION IN ENGLISH LANGUAGE CLASSROOM
SESI PENGAJIAN : 2004-2008
Saya NAMINI DEVI A/P SIMANJALAM
mengaku membenarkan tesis * ini disimpan di Pusat Khidmat Maklumat Akademik,
Universiti Malaysia Sarawak dengan syarat-syarat kegunaan seperti berikut:
1. Tesis adalah hakmilik Universiti Malaysia Sarawak
2. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan membuat salinan
untuk tujuan pengajian sahaja
3. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan membuat
pendigitan untuk membangunkan Pangkalan Data Kandungan Tempatan
4. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan membuat salinan
tesis ini sebagai bahan pertukaran antara institusi pengajian tinggi
5. ** sila tandakan ( )
SULIT
TERHAD
TIDAK TERHAD
___________________________ _________________________________
(TANDATANGAN PENULIS) (TANDATANGAN PENYELIA)
Alamat Tetap:
No. 968, Lorong Teja 25,
Taman Keladi,
08000 Sungai Petani,
Kedah
Tarikh : _______________________ Tarikh: _____________________________
Catatan: * Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah, Sarjana dan Sarjana Muda
*Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi
berkenaan dengan menyatakan sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai TERHAD.
(mengandungi maklumat yang berdarjah keselamatan atau
kepentingan seperti termaktub di dalam AKTA RAHSIA RASMI
1972)
(Mengandungi maklumat Terhad yang telah ditentukan oleh
organisasi/badan di mana penyelidikan dijalankan)
Gred:
The project entitled ‘Students’ Participation in English Language Classroom’ was
prepared by Namini Devi D/O Simanjalam and submitted to the Faculty of Cognitive
Sciences and Human Development in partial fulfillment of the requirements for a
Bachelor of Education with Honours (Teaching English as a Second Language)
Received for examination by:
-----------------------------------
(Mdm. Ho Ai Ping)
Date:
-----------------------------------
Lampiran F
Grade
iii
ABSTRACT
STUDENTS’ PARTICIPATION IN ENGLISH LANGUAGE CLASSROOM
Namini Devi D/O Simanjalam
One of the greatest challenge for English teacher is to integrate students’ participation
in classroom since the students’ active participation in English language classroom is
important in relation to second language acquisition. This quantitative study aimed to
identify the students’ level of participation in English classroom and the factors that
affected their participation. Questionnaires were distributed to 313 form four students
from SMK Bandar Kuching No.1, Kuching, Sarawak. The results revealed that the
majority of the students were actively participating in English language classroom
and gender was not one of the factors that affect students’ participation. English
language proficiency was considered as the major factor although self-efficacy and
English language classroom anxiety also have significant relationship with students’
level of participation in English language classroom. The outcome may imply that the
English language teachers should be careful in maintaining the students’ active
participation in English language classroom. Both teacher and students should be
aware of the factors that affect students’ level of participation in English language
classroom.
iv
ABSTRAK
PENGLIBATAN PELAJAR DALAM KELAS BAHASA INGGERIS
Namini Devi A/P Simanjalam
Salah satu cabaran terbesar untuk guru Bahasa Inggeris adalah untuk
menyepadukan penglibatan pelajar dalam bilik darjah kerana penyertaan aktif dalam
kelas Bahasa bahasa Inggeris adalah penting untuk menguasai Bahasa Inggeris.
Kajian kuantitatif ini bertujuan untuk mengenalpasti tahap penyertaan pelajar dalam
kelas Bahasa Inggeris dan faktor-faktor yang menjejaskan penglibatan pelajar. Soal
selidik diedarkan kepada 313 pelajar Tingkatan Empat dari SMK Bandar Kuching
No.1, Kuching, Sarawak. Hasil kajian menunjukkan bahawa majoriti pelajar
melibatkan diri secara aktif dalam kelas Bahasa Inggeris dan jantina bukan satu
faktor yang menjejaskan penglibatan pelajar dalam kelas Bahasa Inggeris.
Kecekapan dalam Bahasa Inggeris dikenalpasti sebagai faktor yang utama
disamping kemujaraban diri dan kebimbangan dalam kelas Bahasa Inggeris juga
mempunyai hubungan yang signifikan dengan tahap penglibatan pelajar dalam kelas
Bahasa Inggeris. Hasil kajian ini boleh mengimplikasikan yang guru-guru Bahasa
Inggeris harus memelihara penglibatan aktif para pelajar dalam kelas Bahasa
Inggeris. Guru dan pelajar harus sedar tentang faktor-faktor yang menjejaskan tahap
penglibatan pelajar dalam kelas Bahasa Inggeris.
v
ACKNOWLEDGEMENT
First and foremost I would like to express my gratitude to my supervisor for
committing herself to supervise me throughout this project with her determination
and careful guidance.
I am thankful to the Malaysian Ministry of Education and Sarawak State Education
Department for allowing me the permission to carry out this project.
I am deeply grateful to the Headmaster, Senior Assistant and Teachers of school in
SMK Bandar Kuching No.1, Sarawak for their cooperation and assistance throughout
my research in this school.
I would also like to extend my sincere thanks and appreciation to my fellow
coursemates and friends for their idea and advice in order to carry out this research.
Last but not least, I would like to express my thanks and endless gratitude to my
family members, especially my parents for their support, sacrifice and help
throughout the most difficult of times that I encountered in the completion of this
study.
vi
TABLE OF CONTENTS
Abstract iii
Abstrak iv
Acknowledgement v
Table of contents vi
List of tables ix
CHAPTER 1 INTRODUCTION
1.0 Overview
1.1 Background of the Research Problem
1.2 Statement of the Problem
1.3 Research Objectives
1.4 Research Questions
1.5 Significant of the Study
1.6 Operational Definition of Terms
1.6.1 Participation
1.6.2 English language Proficiency
1.6.3 Self-efficacy
1.6.4 English Language Classroom Anxiety
1.7 Scope of the Study
1.8 Chapter Review
1
1
6
8
8
8
10
10
11
11
12
13
15
CHAPTER 2 LITERATURE REVIEW
2.0 Preview
2.1 Students’ Level of Participation in English Language
Classroom
2.2 Significance of Students’ Participation in English
Language Classroom
2.3 Factors that Affect Students’ Participation in English
Language Classroom
2.3.1 Gender
2.3.2 English Language Proficiency
2.3.3 Self-efficacy
2.3.4 English Language Classroom Anxiety
2.4 Summary
16
16
19
20
20
25
29
32
49
vii
CHAPTER 3 METHODOLOGY
3.0 Preview
3.1 Research Design
3.2 Participants
3.3 Research Instrument
3.4 Pilot Study
3.5 Data Collection Procedure
3.6 Data Analysis Procedure
3.7 Limitation of the Study
3.8 Chapter Review
53
53
54
58
74
76
77
79
79
CHAPTER 4 FINDINGS AND DISCUSSION
4.0 Preview
4.1 Student’ Level of Participation in English language
Classroom
4.2 Factors that Affect students’ Participation in English
Language Classroom
4.2.1 Students’ Level of Participation in English
Language Classroom Based on Gender
4.2.2 Students’ Level of Participation in English
Language Classroom Based on English Language
Proficiency
4.2.3 Students’ Level of Participation in English
Language Classroom Based on Self-efficacy
4.2.4 Students’ Level of Participation in English
Language Classroom Based on English Language
Classroom Anxiety
4.2.5 Major Factor that Affects Students’ Participation in
English Language Classroom
4.3 Relationship Between the Various Factors and the
Students’ Level of Participation in English Language
Classroom
4.3.1 Relationship Between English Language
Proficiency and Students’ Level of Participation in
English Language Classroom
4.3.2 Relationship Between Self-efficacy and Students’
Level of Participation in English Language
Classroom
4.3.3 Relationship Between English Language Classroom
Anxiety and Students’ Level of Participation in
English Language Classroom
80
81
82
82
84
85
86
88
89
90
91
91
viii
4.4 Discussion
4.4.1 Integration of Objectives of the Study
4.4.2 Discussion Based on Previous Studies
4.5 Summary
92
93
96
102
CHAPTER 5 SUMMARY, IMPLICATIONS, RECOMMENDATIONS AND
CONCLUSION
5.0 Overview
5.1 Summary
5.2 Implications of the Findings
5.2.1 Maintaining the Students’ Active Participation in
English Language Classroom
5.2.2 Maintaining an Equal Participation in English
Language Classroom
5.2.3 Coping with the Various Factors that Affect
Students’ Participation in English Language
Classroom
5.2.3.1 English Language Teachers
5.2.3.2 Students in English Language Classroom
5.3 Recommendations for Future Research
5.4 Conclusion
107
107
110
110
112
113
113
115
117
118
REFERENCES 120
APPENDICES
Appendix A: Questionnaire 126
Appendix B: General Self-efficacy Scale by Schwarzer and
Jerusalem (1981)
132
Appendix C: Foreign Language Classroom Anxiety Scale
(FLCAS) by Horwitz, Horwitz and Cope (1986)
133
Appendix D: Brief Fear of Negative Evaluation Scale by Leary
(1983)
135
Appendix E: Approval for a Pilot Study 136
Appendix F: Approval of Questionnaire 137
Appendix G: Permission Letter from the Ministry of Education 138
Appendix H: Permission Letter from the State Educational
Department
140
Appendix I: Permission Letter from the Principle 141
ix
LIST OF TABLES
Table 3.1
Number of Students in Each Class 54
Table 3.2
Number of Students Based on Gender 55
Table 3.3
Number of Students Based on Race 55
Table 3.4
Classification of Grade in PMR English Examination 56
Table 3.5
Students’ Result in PMR English Examination 57
Table 3.6
Scale to Measure Students’ Level of Participation in English Language
Classroom 58
Table 3.7
Original Statements and Adaptation of Self-efficacy Scale 59
Table 3.8
Original Statements and Adaptation of Communication Apprehension
Scale 62
Table 3.9
Original Statements and Adaptation of Fear of Negative Evaluation
from FLACS 64
x
Table 3.10
Original Statements and Adaptation of Brief Fear of Negative
Evaluation Scale 66
Table 3.11
Original Statements and Adaptation of Test Anxiety from FLCAS 68
Table 3.12
Original Statements and Adaptation of Anxiety of English Classes
from FLCAS 70
Table 3.13
Pointing System for Students’ Response for the Factors Affecting
Students’ Participation in English Language Classroom 72
Table 3.14
Scale for the Description of the Degree of Students’ Self-efficacy 73
Table 3.15
Scale for the Description of the Degree of Students’ English Language
Classroom Anxiety 73
Table 3.16
Reliability of the Questionnaire 75
Table 3.17
Score for Students’ Levels of Participation in English Language
Classroom 77
Table 3.18
Description of Pearson Correlation Value 78
Table 4.1
Students’ Level of Participation in English Language Classroom 81
xi
Table 4.2
Mean for Students’ Level of Participation Based on Gender 82
Table 4.3
Independent Sample t-Test 83
Table 4.4
Students’ Level of Participation in English language Classroom Based
on English Language Proficiency 84
Table 4.5
Students’ Level of Participation in English language Classroom
Based on Self-efficacy 85
Table 4.6
Students’ Level of Participation in English language Classroom Based
on English Language Classroom Anxiety 87
Table 4.7
Significant Value of the Factors Affecting Students’ Participation in
English Language Classroom 88
Table 4.8
R Square Value of the Factors Affecting Students’ Participation in
English Language Classroom 89
1
CHAPTER 1
INTRODUCTION
1.0 Overview
This chapter consists the details on the background of the study, problem
statement, research objectives and research questions in order to answer the
objectives of the study. The significance of this study and definition of key terms that
were used in the study was also discussed in detail.
1.1 Background of the study
In the recent English language teaching context, one of the greatest challenge
for English teacher is to integrate students’ participation in classrooms.
Brenner (1994) described participation as the student being present in the learning
situation (as cited in Black, 1995). This means that in some manners, students are
meaningfully engaged in the learning task at hand and are working through it at their
own speed and in their own way. The forms that this ‘working through’ may involve
any or all of the four skills which are identified as listening, speaking, reading and
writing. Brenner also added that participation in classroom can also be revealed in a
16
student’s body language or action. Sometimes it is visible as students takes on
different roles within the learning situation. For example, in a small group of
discussion, a student may take on the role of facilitator, helping to make the
connections between the several speakers in the group. Thus, active role taking is also
considered as a form of participation.
Moreover, Black (1995) indicates that participation can take many forms in the
classroom, and some of the forms could not be easily identified or recognisable by
the teacher. Thus, students’ participation includes speaking and also many other
forms of students’ actions which some of it are outwardly visible and some are not.
So, thinking and making of connections which are done by the students quietly in
their own minds is also considered as participation even though it is often hidden
from the teacher and difficult to evaluate. On the other hand, according to Lee (2005),
participation usually means students speaking in classroom such as answering
teacher’s or other students’ questions and asking questions to get the better
explanation and clarification. Lee also added that making comments and joining in
discussions by sharing their opinions, thoughts and ideas are also considered as
students’ participation in classrooms. Students who do not participate in those ways
mentioned above are often considered to be passive in the classroom. In other words,
active learning strategies serve as useful educational tools only when all students
participate all of the time.
Furthermore, Tsui (1998) also indicates classroom interaction as the students’
participation in classroom. The focus was on the negotiation of meaning between
learners and their relation to second language acquisition. In other words, the more
learners participate orally and the more they were engaged in the negotiation of
meaning, the better they will acquire the language. Moreover, Marzano (2000)
considered classroom participation as the student participates in classroom activities
and discussions without being asked. According to Zolten and Long (2006), paying
17
attention, being on task, responding to questions, participating in group discussions,
asking questions, seeking help and making good use of class time also considered as
classroom participation. In addition, O’Brien (2007) stated that participation means
completing the assigned readings, asking questions about anything in the readings or
discussion that needs clarification or expansion, offering ideas and responses,
listening to the ideas and responses of others, and paying attention and showing
respect in the classroom to the teacher and to other students.
In general, classroom participation requires students to speak and interact in the
classrooms to indicate that they are actually learning and paying attention. Thus,
based on the aim of the Malaysian English Syllabus which was stated by the Ministry
of Education, it gives greater emphasis to students’ involvement in classroom
learning. An important form of involvement is student’s participation in classroom
interaction by seeking and giving information, expressing thoughts, feeling and ideas,
asking and answering questions and participating in discussions. Tsui (1995) also
stated that when students listen to the teacher’s instruction, when they express their
opinions, answer questions and carry out task and activities, they are not only
learning about the language but also using the language (as cited in Tsui, 1998).
Hicks (1995) and Palinscar (1986) also pointed out that discussion which
requires students to participate and share their opinions and ideas permits teacher to
provide information and explanation in an efficient manner besides checking
students’ understanding about the lesson (as cited in Chu and Kim, 1999). It also
corrects students’ errors and misconceptions, as well as scaffolding students’
performance in the classroom regarding the lesson. In other words, correction and
explanation by the teacher on the spot will help the students to understand better and
will remain in their long term memory. According to Chu and Kim (1999),
participation in the classroom can enable students to develop social skills, increase
recall of information, improve presentation skills, and increase their scope for
18
improving the quality of work. Thus, it can be helpful for students to learn English
language to be used in their daily life.
Besides that, Zolten and Long (2006) stated that participating in classroom
activities provides a critical opportunity for learning new skills. Participation helps
students to make deep, meaningful connections in the mind that are important in
learning. Signs of problems with classroom participation can include low grades in
examination and incomplete work coming home as homework. Kordalewski (1999)
also indicated that when students exercise their voices in classrooms, they practice
and develop a range of advanced thinking skills.
However, some English language classrooms are still very much tied to
traditional overt teaching methods, teacher-centred classrooms and minimal student
participation. In other words, students remain silence and depend to the teacher where
teacher has to talk most of the time. This is because of their belief that teacher is the
source of the knowledge and students must listen to them in order to be
comprehensive. Kordalewski (1999) also indicated that in some classrooms, student
voices were barely heard because the teacher monopolizes classroom talk, and
knowledge was treated as residing entirely with the teacher. But, students can only
learn best when they are actively participate in the learning process. Learning occurs
best when it is a cooperative effort between a student and a teacher. According to
Houghton (2001), studies showed that meaningfully involved students have more
positive relationships with teachers, and can be successful student in the classroom
(as cited in Xu, 2006). Thus, class participation is one major vehicle towards
achieving quality learning.
Furthermore, Xu (2006) also consider learners’ participation in classroom as
one of the aspects of interaction. Thus, Xu pointed out that it was an opportunity for
learners to practice the second language and to produce output. Students can learn
19
better the correct usage of English language if they practice in their daily life. Hence,
English language classrooms actually create an opportunity for students to participate
in the lesson and learn the language. However, Myhill (2006) stated that there is a
strong relationship between gender and participation in interaction with the teacher,
with girls being more inclined to offer a response, either through putting a hand up or
through joining in a collective response. On the other hand, boys are more likely to be
off-task. It is worth noting, however, that boys are also inclined to shout out, related
to the task, and initiates talk, which may suggest that they are particularly resistant to
teacher orchestration of classroom talk and are keen to take more ownership of the
discourse.
Followed by that, there are also many other factors that affect students’
participation in the English language classrooms which are identified from previous
researches. As an example, Pajares (2005) reported that students’ self-efficacy beliefs
impact their academic performance by influencing the choices students make and the
course of action they take. In other words, students selectively choose to engage in
tasks about which they feel confident and avoid task where they feel less competent.
The focus on students’ perceived competence and their desire to participate in the
leaner’s level verify the consideration that self-confidence and language anxiety are
determined by perceived competence (MacIntyre, 2003). Moreover, Woodrow (2006)
also indicated that there was a significant negative relationship between second
language speaking anxiety and oral performance in second language learning
classrooms. Besides that, Ohata (2005) pointed out that English language learners
expressed serious concern about various kind of evaluative situations in which their
knowledge and performance of English were to be monitored by people around them.
Hence, the factors that affect students’ participation in English classroom
should be taken into account since Tsui (1998) indicated that numerous studies have
been done on learner participation where the focus has been very much on the amount
20
of learner participation, the negotiation of meaning between learners and their
relation to second language acquisition. The assumption seems to be the more
learners participate orally and the more they were engaged in the negotiation of
meaning, the better they will acquire the language. Followed by that, the research
done by Lim (2003) on ESL/EFL learners also indicated that students were used to
viewing teachers as authority figures in class. Students tend to believe that a teacher
is a person who knows everything. Therefore, students tend to be quiet and just wait
for the knowledge from the teacher to be transmitted to them.
Furthermore, Lim (2002) also indicated that students have a fear of making
mistakes when speaking English (as cited in Lim, 2003). Thus, students tend not to
speak much in class, appear reserved, rarely ask questions, and do not express
opinions since they may have low English language proficiency and self-efficacy. In
other words, the researches indicated that factors such as gender, English language
proficiency, self-efficacy and classroom anxiety were really affects students’
participation in second language or English language classroom.
1.2 Statement of Problem
In Malaysia, English language is considered as a Second Language (ESL) as it
is necessary to be taught in every school. This is to make sure that students get the
chance to learn English in order to be comprehensive in understanding and using
English. Students have to be comprehensive in English language because it is an
international language. In other word, English as a medium of interaction is crucial
for the country’s development. Thus, the students who are the pillar and future
generation were encouraged to learn English in their classroom.
As a result, in schools, five periods per week with forty minutes per each period
is allocated for English subject. This is to make sure the students and teacher can
21
concentrate better on English language and conduct as many activities as possible so
that students can get enough practice in learning English. This can be supported by
the learning outcomes in the Malaysia English Syllabus. The learning outcomes
which have been identified for the three areas of language use require learners to
perform tasks and achieve outcome both in oral and written form
(Malaysian English Syllabus, 2003). The three learning outcomes are language use
for interpersonal purpose, language use for informational purposes and language use
for aesthetic purposes. In other words, learning English language requires interaction
as a practice in real life context. Therefore, learners’ participation in English
classrooms is very crucial to make sure students acquire the knowledge because it is
based on real usage of English. This is because learners’ participation in classroom is
one of the aspects of classroom interaction to practice language (Xu, 2006).
Since Malaysian English syllabus focused on learners’ participation in term of
interaction, so, every English classroom has to make sure the students can participate
actively. The English language classrooms which may still very much tied to
traditional overt teaching methods, teacher-centred classrooms and minimal student
participation should focus on encouraging students’ participation. Hence, the aims of
this study were to identify the level of students’ participation in English language
classrooms besides discovering the factors that affect students’ participation in
English language classroom such as gender, language proficiency, self-efficacy and
English language classroom anxiety.
22
1.2 Research Objectives
The specific objectives of the study were to:
1. find out the students’ level of participation in English language classroom.
2. identify the factors that affect students’ participation in English language
classroom.
3. identify the relationship between factors and students’ level of
participation in English language classroom.
1.3 Research Questions
In order to find the answers for specific objectives, the following research
questions are addressed:
1. What was the students’ level of participation in English language
classroom?
2. What were the factors that affect students’ participation in English
language classrooms?
3. Were there any relationship between the various factors (gender, language
proficiency, self-efficacy, English language classroom anxiety) and level
of students’ participation in English language classrooms?
1.5 Significance of the study
The findings would serve as a guide or insight for teachers and learners
regarding the factors discouraging students from participating in English language
classroom. Students with low English language proficiency are bound to feel that
their self-esteem is being undermined when they were required to speak in front of
their peers. They tend to have low self efficacy where they do not have enough
confidence of their own capability by comparing themselves with other students.
23
Thus, the avoidance of participation is an attempt to protect one’s self image by
avoiding the risk of making a mistake, being laughed at by peers, and are being
negatively evaluated by the teacher. It is important that English teachers recognise
that anxious students are desperately trying to avoid humiliation, embarrassment and
criticisms, and to preserve self-esteem. Teachers must be aware to what extent the
teachers’ behaviour can make it worse. Otherwise, whatever strategies the teacher
adopts to overcome the problem will definitely fail.
The finding also may inform the teachers and learners regarding the factors
contributing to students’ non-participation in English classroom. This would assist
teachers and learners to take into account the ways to overcome students’ problems
such as fear of participating in classroom interaction and thus increase motivation. By
participating in classroom interaction, students are given the opportunity to listen and
interact with their peers and teacher. This will encourage students to be more
interactive during teaching and learning process.
Furthermore, it is hoped that by looking at the present situation of some of the
Malaysian secondary school students’ participation in English language classrooms,
this will create awareness among teachers and students about the importance of
students’ participation in classroom interaction particularly in improving their
communicative and thinking skills. It also can generate awareness in building the
self-confidence in students’ learning. Hence, the effort by the Ministry of Education
to encourage learners to communicate effectively and efficiently in English in social
and professional situation might be achieved.
24
1.6 Operational Definition of Terms
1.6.1 Participation
According to Lee (2005), participation usually means students speaking in class
which consists of answer and asks questions, make comments, and join in
discussions. Students who do not participate in those ways mentioned above are often
considered to be passive in the classroom. Besides that, according to
Zolten and Long (2006), paying attention, being on task, responding to questions,
participating in group discussions, asking questions, seeking help and making good
use of class time also considered as classroom participation. This is also similar with
O’Brien (2007) who stated that participation means completing the assigned readings,
asking questions about anything in the readings or discussion that needs clarification
or expansion, offering ideas and responses, listening to the ideas and responses of
others, and paying attention and showing respect in the classroom to the teacher and
to other students.
Thus, in general, classroom participation requires students to interact in the
classrooms to indicate that they are learning and paying attention. Hence this study
defines students’ participation in English language classroom as interacting with
teacher or peers in form of answering and asking questions, making comments, and
join in discussion by giving opinions and responds. Besides that, it also emphasis
students’ attention to the teacher and peers to make sure they understand their
questions or opinions so that they can express their thoughts and feeling to make sure
their active participation in the classroom and also in the lesson.
In other words, during teaching and class discussion, students should not put
down their head on the desk because were not enough sleep and were should not chat
with other students. Furthermore, students should not use small group discussion to
25
discuss issues irrelevant to the lesson and also should not do homework for this or
other classes during class time. On the other hand, students should take notes to
indicate that they are paying attention and voluntarily have to put up their hand to ask
or answer the questions and to share their opinions and ideas.
1.6.2 English Language Proficiency
Olaniran (1993) indicates language proficiency is an ability to speak out with
correct use of English with no linguistic mistakes (as cited in Lee, 2007). According
to Yakutake (1996), students’ self perception of their English language articulation
may also highly correlate with their oral performance in the classroom
(as cited in Zhou and Sakamoto, 2005). Zhou and Sakamoto also stated that English
proficiency is often interacted with a number of aspects of classroom dynamics, such
as how teacher and peer students reacted to their language proficiency and how they
perceived themselves as nonnative-English speakers. Hence, those students who have
low language proficiency often felt pressured by the possibility that their English
might not be understood by others and felt awkward. So, in this study, students’
language proficiency was identified through the result in the standardized PMR
English examination. Based on the PMR English examination result, Grade A is
considered very good and followed by Grade B which is good, Grade C is moderate,
Grade D is poor and at last Grade E is considered fail. Therefore, students who failed
in their PMR English language examination are considered having low language
proficiency.
1.6.3 Self-efficacy
Self-efficacy is based on Albert Bandura’s Social Learning Theory which is
developed as a reaction to the behaviorism of the 1950’s (Sewell & George, 2000).
Behaviorism derived primarily from the work of B. F. Skinner during 1940’s, who
26
manipulated the behaviors of white rats in laboratories. In the 1960’s, Skinner’s
principles were applied to changing human behavior. Behavior theory is based on the
belief that all human behavior is learned. Followed by that, Bandura’s theory
introduce the idea that individuals can observe, judge, self-reward, self-punish and
therefore self modify their own behavior. This is also supported by
Coleman and Webber (2002) who stated that cognitive-behavior modification
employed social learning theory to help individuals change beliefs and behavior in
the classroom.
Based on Bandura’s theory, Mills, Pajares and Herron (2006) define
self-efficacy as personal beliefs in one’s capabilities. Students with high self-efficacy
also often demonstrate accurate self-evaluation of their academic performance.
According to Marat (2005), motivation, self-regulation, attribution, goal setting,
choice of strategies for attaining goals, feedback, and culture are some of the major
determines of self-efficacy. Thus, students’ own beliefs about their ability in English
language which lead them to participate in classroom are examined in this study.
1.6.4 English Language Classroom Anxiety
Horwitz, Horwitz and Cope (1986) outlined a theoretical framework for the
investigation of levels of anxiety of foreign language students into three components
(as cited in Casado & Dereshiwsky, 2004). The first component is ‘communication
apprehension’ in which the authors proposed that language students have mature
thoughts and ideas but an immature second language vocabulary with which to
express them. The inability either to express themselves or to comprehend one
another leads to apprehension. In a foreign language classroom, language learners’
oral tasks include not only learning a second language but also performing the
language. Therefore, communication apprehension in a foreign language context is
different from that in other context (Chan & Wu, 2004). Language students who test
